Frog Hopper Game Analysis

The Voyage of the Frog starts off when the main character’s uncle gets cancer. He was always a sailor then the main character named david had learned all about sailing from him so before he died he told david his last wish was for him to take the frog, his boat, to sea until he couldn’t see land anymore and throw his ashes into the water. So he did what his uncle wanted him to do but on the way there things get a little rough. On the way there he runs into a whole ton of problems the first one he encountered is a giant storm out of nowhere, the second one is running out of food and water, the third one is exhaustion and need of medical attention. The genre of the book is fiction.

At the Word Level, Felipe scored 7 out of 10 problems correctly. The 3 problems he missed involved tapping for the number of words he heard in a sentence. He tapped one more word than the total number of words in the sentence by tapping twice for a two-syllable word instead of one tap. For example, in the sentence, “My mother is calling me,” the total number of taps should be five for the five words. Felipe tapped twice for the word “calling,” resulting in six taps instead of five.

The synthetic approach is becoming widely accepted as a highly proficient method. It is a part-to-whole approach, which involves synthesising individual phonemes to make whole words (Fellowes & Oakley, 2014, p. 228). The synthetic approach promotes the use of letter tiles, magnetic letters or moveable alphabets to teach word blending and segmenting. The physical act of pushing together letters and taking apart words has a powerful effect on children’s understanding of these language processes (Konza, 2016, p. 158). Additionally, children should learn some common letter combinations and whole words, to the point of automaticity and immediate recognition. These are referred to as sight words as they can not be decoded or sounded out. Teachers should aim to increase students repertoire of such words and pursue rapid word recognition. Fellowes and Oakley, (2014, p. 243) suggest various strategies for teaching sight words, including: sentence strips where children write, cut and reassemble sentences; word shapes where children draw ‘frames’ around words; and tracing activities which involve children writing words with a variety of different materials, such as sand trays, chalk or clay. Also, games such as word dominoes, word bingo and matching activities can be

Part 2 Students that are rely on sight words lack decoding skills. Their focus is on the image of a word and not the sounds of the individual letters create or its relationship to words. “It is a dangerous pedagogy because it creates cognitive damage such as dyslexia and ADHD” (Price). The practice of using sight words promotes lower syntactical awareness, guessing and students become word callers; students are not comprehending what they are reading, just decoding. However, sight words serve their purpose for words that do not follow phonic rules in emergent readers.

The Fry Sight-Word Inventory is an informal, criterion-referenced screener which measures high-frequency word achievement. Fry 's Instant Words have been determined as the most common words used in English ranked in order of frequency. Specifically, Fry found that twenty-five words make up approximately a third of all items published, one-hundred words comprise almost half of all of the words found in publications, and three-hundred words make up approximately sixty-five percent of all written material. The first three-hundred words on Fry’s list should be mastered by the end of corresponding grade levels, and lists four through ten should be mastered between fourth and fifth grades. Each hundred words are broken down even further into twenty-five words per list, according to difficulty and frequency, and should be assessed sequentially. The goal of progress monitoring high-frequency word mastery is to increase fluency on high-frequency words in order to further automaticity within our students’ reading, which ultimately impacts overall comprehension.

The varying writing techniques of the literary world bring particular elements to stories, giving each their own added meaning. In his story, “The Notorious Jumping Frog of Calaveras County,” Mark Twain uses two distinct dialects. Contrasting characters, one named Simon Wheeler and the other remaining unnamed, each speaking in their own fashion. By doing this to his characters, Twain ensures that the reader experiences the writing of the realism era in a way that is more than a plot that is merely stated, and not given much value. The characteristics that the story has from dialect usage- these being distinction between two scenarios, theme, and authenticity-are supplemental to the plot’s overall caliber.

10), an embedded approach, investigating the complexity of relationships of graphophonic knowledge. Additional activities to support phonics instruction include building word lists based on common elements (Pinnell & Fountas, 1998, p. 157), segmenting words into onset and rime (Emmitt et al, 2013, p.12) and the introduction of high frequency or sight words through modelling and sight words games such as flash cards, sentence strips, bingo, word shapes and extensive reading (Fellows & Oakley, 2010, p. 219) ensuring students reach a point of automaticity (Konza, 2016, p. 157), as sight words feature sounds that contradict the rules for learning the 44 phonemes and the point of automaticity allows higher-level comprehension processes to occur due to available cognitive

When I was doing Haley the assessment I realize one of the things she needed helps was with diagraphs. I notice this when she was trying to read her word list and as well when she was reading her passage. It was one of things that she needed to work on. Haley needed to learn about diagraphs, otherwise she was going to sound out each letter even if she saw a word with “sh or th.” I am not sure if it was taught to her before or if it was the first time. Haley was struggling at first. I tried to break it down step by step including teaching her phonics even though she is in 4th grade, still need to work on her phonics more.

“Hop-Frog,” composed by Edgar Allen Poe, begins as a classic fairy tale that many are familiar with, but “Hop-Frog” takes a dark and brutal turn as the jokes and humiliation reach a certain extent. Poe introduces Hop Frog and Trippetta first as victims of the king and his seven cabinet council men; due to their physical features and status as the king’s slaves for entertainment and humor. As the reader proceeds to read the great detail given by Poe, the reader begins to understand the abnormality in Hop Frog’s thinking and actions when he becomes fed up. Hop-Frog has no intention in causing any harm or brutality, but there needs to be an end to the torture and embarrassment caused to Hop-Frog and Trippetta. Hop-Frog’s act of revenge is the act of a sane man, but this is due to the abuse of power and authority by the king and his seven council men which lead to the devastating end.

In the video, Marty, the 1st grade instructor, talks about the extension level book for the 1st graders. His methods includes the different reading methods we went over, phonetic cue reading, true alphabetic reading and orthographic reading. At around 2:30, words written on whiteboard are held up, and the children repeat what their instructor say, the sound of orthographic patterns in the beginning and end of the word to help them pronounce the word. This practice includes the phonetic cue reading and true alphabet reading. This can easily be used for orthographic reading as well. The kids were most likely older for his extension level book to have logographic reading. Marty has focused on inflectional ending, short vowel sounds, e.t.c. The

The words ranged from simple words like "a" to more complex words like "number". For this assessment, I printed the sight words onto bigger cards and I laid them out for J.R. Her job was to read the words that were listed. If she read them correctly and without hesitation then she got it correct. However, if she had to spell out the word or if she hesitated for a long period of time then I marked it wrong because she is supposed to recognize them right away. J.R. did fairly well on this assessment. She was able to recognize 88 sight words out of 100. I recognized that the words that she got wrong were the harder sight words. The second assessment that I completed with J.R. was the spelling inventory assessment. For this assessment, I gave J.R. a simple spelling test. I would say the word to her and include the word in a sentence. As I did this, J.R. wrote the words down. This assessment was given to see if J.R. could hear and write the constants (initial and final), the short vowels, digraphs, blends, and common long vowels that appear in the words that were given. This was one of the assessments that J.R. struggled with. She spelled most of the words wrong and she had trouble identifying digraphs and blends in words. The third assessment that I conducted was the phonemic awareness assessment. This assessment tested skills such as rhyming, phoneme isolation, oral blending, oral segmentation, and

While children have to pass tests, how far does learning to spell always have to be an exercise in parroting? Spelling, Horobin suggests, could be used “as a door to a wider understanding and appreciation of the structure of the English language, its history and its diversity”. Learning about silent letters is absolutely baffling to a lot of children, for example, but “as relics of earlier pronunciations, they are interesting ways of signalling how the language has changed over time”. This

Authors use stylistic techniques to convey meaning and to bring richness and clarity to their pieces of writing. In the short story “The Celebrated Jumping Frog of Calaveras County,” a man named Smiley is cheated out of a bet after he was so confident that he was going to be victorious. In the short story “Cannibalism in the Cars,” a train full of political figures is stopped by a severe snowstorm, preventing them from continuing their journey. In “The Celebrated Jumping Frog of Calaveras County” and “Cannibalism in the Cars,” Mark Twain uses imagery, characterization, and foreshadowing in order to aid a reader's understanding of the stories.

In the first stage, called the Emergent Stage, children are able to convey his/her message by scribbling, drawing shapes, writing mock letters, and/or random strings of letters/numbers. In some cases, one letter represents an entire word or the most salient sound of a word. Some Emergent children confuse letters, numbers, and letter-like forms and substitute letters and sounds that feel and look alike (e.g., the sounds /v/ and /f/, the letters d and b)